Researchers surveyed 519 Bangkok high-school students with prior Kahoot! experience in Chinese-as-a-foreign-language classes and analyzed an extended expectation–confirmation model incorporating usefulness, ease, enjoyment, and interactivity. Several perceptions were associated with satisfaction and continued-use intention, but this was not a randomized trial, did not measure language achievement, and cannot show that Kahoot! improved learning.
Key findings
- Confirmation was positively associated with perceived usefulness, ease of use, enjoyment, interactivity, and satisfaction.
- Usefulness, ease of use, enjoyment, and satisfaction were each positively associated with continuance intention.
- Interactivity had no significant direct association with continuance intention but showed an indirect association involving satisfaction.
- These are questionnaire-based associations among prior users, not evidence of language achievement, observed retention, or causality.
Why this matters globally
The study separates post-adoption experience dimensions rather than relying on one satisfaction score. Other schools can test the framework, but technology-retention decisions should combine perceptions with observed use, equitable access, and measured learning outcomes.
Thai researcher contribution
Yan Ye of Stamford International University and Qizhen Gu of Assumption University connect Thai high-school Chinese-language learning with post-adoption technology research; the Bangkok study received Assumption University ethics review.
Limitations to consider
This cross-sectional survey of prior Kahoot! users in Bangkok is vulnerable to selection, recall, and common-method bias. Intention is not future behavior; SEM does not establish temporal causality; and there was no comparator, language-achievement outcome, observed engagement, or longitudinal follow-up.